FIELD STUDY 1 LEARNING EPISODE

FS 10 The Instructional Cycle

1 SPARK Your Interest

The Episode on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL, way. The K to 12
curriculum and teacher education curriculum are focused on outcomes, standards and
competencies. This means that lesson, must be delivered with focus on outcomes,
likewise, this Episode dwells on types of questions, questioning and reacting techniques
that teachers make use of. The type of questions that the teachers ask and their
manners of questioning and reacting the student response have a bearing on class
interaction. The Episode strengthens that theories learned in the course. Teaching
methods and strategies and in other professional subjects in Education.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to;
 Identify the application of some guiding principles in the selection and use of
teaching strategies.
 Determine whether or not the lesson development was an accordance with
outcome based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline the lesson in accordance with outcome based teaching- learning.

REVISIT the Learning Essentials

these are the guiding principles in the selection and use of teaching methods.
1. Learning is an active process
2. The more senses that are involved, the more and the better the learning.
3. A non- threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to student’s everyday life.
7. An integrated teaching approach is for more effective than teaching isolated bits
of information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards and Competency- Based teaching with
its k to 12 Curriculum Guide. The Technical Education Skills Development Authority
(TESDA) has been ahead of DepEd and the Commission on Higher Education (CHED)
in the practice of Competency Standard –Based teaching and Assessment, CHED
requires all higher education institution is the country to go outcome-based education
(OBE) in its CHED Memo 46, s 2012. Outcome-based teaching and learning (OBTL) is
OBE applied in the teaching- learning process. It is equivalent to competency- based
and standards –based teaching and learning in the K to 12 Curriculum.
When you apply OBTL you see to it that the teaching – learning activities (TLAs)
and in turn the Assessment Task (ATs) are aligned with the intended learning
outcomes. in other words, in OBTL, you first establish your intended learning outcomes
(lesson Objectives). Then you determine which teaching –learning activities (TLAs) and
also the assessment tasks (ATs) you will have to use to find out if you attained your
ILO” s.
In the lesson planning, the ILO’s are our lesson objectives, the TLA” s re the
activities we use to teach and the AT” s is the evaluation part.
OBE and OBTL are not entirely new, they are importantly new, with mastery learning of
Benjamin Bloom (971), we were already doing OBE and OBTL.
Likewise, it is also important that teacher must be able to have a mastery of the art
of questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of Question that Teachers Ask
1. Factual/convergent/closed/low- Who, what. where, when questions with
level one acceptable answer
2. Divergent/Open-ended/High- Open-ended; has more than one
level/Higher-order/Conceptual acceptable answer
a. Evaluation
b. inference e.g. when the phone rang and Liz picked
it up, she was all smiles, what can you
infer about Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?

These are also of the reacting techniques that teachers use;

1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non- verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as’ okay”, right”
OBSERVE, ANALYZE, REFLECT
Activity 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies
Resource Teacher: BENGIE Q. MALALAY Teacher’s Signature: ___
School: TERENCIO HIDALGO NHS Grade/Year Level: GRADE-10
Subject Area: ENGLISH Date: MARCH 29, 2023

OBSERVE
Observe one class with the use of the observation sheet for greater focus then
analyze my observation with the help of the guide questions.
1. The more senses that ae e.g. Teacher used video on how
involved, the more and the digestion takes place and a model of
better the learning. the human digestive system.
2. Learning is an active process. A video presentation of human’s
reproductive system was shown by the
teacher. She demonstrated to the
students what she wanted them to learn
and teach them. The teacher encourages
students to interact by allowing them to
express themselves in class about their
prior understanding of the subject.
3. A non- threatening atmosphere Students can cope with the subject more
enhances learning easily with the help of technology and its
integration into education. Their cognitive
level in terms of how things are done
improves as a result of this.
4. Emotion has the power to Students pick up information rapidly and
increase retention and learning at their own pace. They were able to
finish with the help of technology and a
teaching method in which the teacher is
approachable and answers all of the
student’s queries. A period for feedback
will enable all learners bridge the gap and
solve their learning deficiencies.
5. Good teaching goes beyond She also asked the students to recollect
recall of information information and evaluate their
comprehension.
6. Learning is meaningful when it The teacher asked the students about the
is connected to student’s role of computers in their daily life,
everyday life. including study, communication, and
other activities. She connects it to the
learner’s day-to-day activities.
7. An integrated teaching Some of the things that the teacher
approach is far more effective discusses are broad. She made a point of
than teaching isolated bits of emphasizing the most important facts and
information ideas in the lesson so that the students
would fully comprehend it.

ANALYZE
What is the best method of teaching? Is there such a thing?
In my opinion, the finest teaching style combines a variety of approaches that
appeal to students' various intelligences, as well as student-centered learning and a
splash of discovery learning. A teacher should begin a class with something meaningful
that will pique students' interest and motivate them to learn more as he or she guides
them through the core of the lesson. After providing some background information and
instructions, the teacher transitions away from direct instruction (teacher-lecture) and
hands control over to the students, who are now in command of their own learning.

REFLECT
How do we select the appropriate strategy for our lessons?
Reflect on this question.

In my opinion, the key to good teaching is to adopt the appropriate tactics for
teaching objectives and pupils. Because kids learn in a variety of ways, incorporating a
number of approaches, as well as a variety of learning activities and projects, within a
single class is frequently useful.

Activity 10.2 Determining outcome- based Teaching and Learning

Resource Teacher: BENGIE Q. MALALAY Teacher’s Signature: ___
School: TERENCIO HIDALGO NHS Grade/Year Level: GRADE-10
Subject Area: ENGLISH Date: MARCH 29, 2023

OBSERVE
Observe a class and answer the following question.
1. Did the Teacher state the learning objectives/intended learning outcomes
(ILOs) at the beginning of the class? Did he/ she share them with the class/
How?
I've seen that she presents the precise targeted learning objectives to the
subject matter in class in order to address her class objectives. She begins by
explaining how she posed questions to the class and what they should have
learned from her.

2. What teaching- learning activities (TLAs) did he/she use? Did these TLAs
help him/her attain his/her lesson objectives/ILOs? Explain your answer.
She allows students to read what is written on the board and then asks them
to share their opinions and ideas on what they have read. According to my
observations, the kids answered all of her questions, therefore she met part of
her objectives.

3. What assessment task/did teacher employ? Is/are these aligned to the

lesson objectives/ILOs?
The teacher prepares a written exam by assigning story guide questions to
the students to answer. It is consistent with her goals because it is related to the
lesson she is discussing. When it comes to learning activities and assessment,
her entire teaching method is centered on the targeted learning outcomes or
objectives.
ANALYZE
1. What are your thoughts about Outcomes- Based Teaching and Learning
(OBTL)?
The OBTL learning and teaching style is a student-centered strategy that has
been widely adopted in universities worldwide. In terms of educational objectives,
they should be measurable and explicit. These define what students will be able to
do once they have completed their course or program.

REFLECT
Reflect on the use of OBTL
In OBTL, the emphasis is on the desired effect of the teaching on the learner,
rather than on what the instructor wants to teach. The outcomes determine the
curriculum's content, instructional techniques and strategies, and the evaluation
procedure. The findings can also be used to evaluate curriculum.

ACTIVITY 10.3 Applying Effective Questioning Techniques

Resource Teacher: BENGIE Q. MALALAY Teacher’s Signature: ___
School: TERENCIO HIDALGO NHS Grade/Year Level: GRADE-10
Subject Area: ENGLISH Date: MARCH 29, 2023

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource
Teacher asks during the classroom discussion. Write the questions raised and
identify the level of questioning.
Types of Question Examples of Questions that the
Resource Teacher Asked
1. Factual/ Convergent closed/ Low What is value?
Level
2. Divergent/Higher order/ open- How can you make your values
ended/ conceptual transcend?
a. evaluation Do you like the discussed topic?
b. inference When an old lady crossing the road
carrying a heavy thing. What will you do?
c. comparison How can you determine if your values is
good or not?
d. application If you have a good values, what will you
do in order to make it helpful to others as
well?
e. problem- solving In what ways will you able to help
people?
3. Affective How will you feel if you lend someone a
helping hand?
ANALYZE
1. Neil Postman once said: Children go to school as question marks and
leave school as periods!” Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques
that they employ?
Yes, if the educator is doing a good job in his or her class and the pupils
are learning from their teachers.
The important of using various reacting techniques
REFLECT
Reflect on

It is critical when determining whether or not a response is correct.

Recognizing and praising positive feedback. I'm going to ask some follow-up
inquiries. It's a good idea to redirect questions. Ask comparable questions in
response to a student's response. Encouragement using nonverbal approaches,
such as rephrasing a seemingly difficult question. Inviting students to ask
questions is an excellent place to begin.
 Evaluate Performance Task
Evaluate your Work Task Filed Study 1, Episode 10. The Instructional Cycle
Learning Outcomes, Identify the application of some guiding principles in the selection
and use of teaching strategies, determine whether or not the lesson development was in
accordance with outcome- based teaching and learning * identify the Resource
Teacher’s questioning and reacting techniques * outline a lesson in accordance with
outcome based teaching- learning.

Name of FS student: Wellane Grace Billante Date submitted: May 20, 2023
Year and Section: 3rd Year Course: BSEd-English
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accompli All observation One (1) to two Three (3) Four (4) or more
shed question/tasks (2) observation observation observation
Observati completely questions/task question/tasks questions/acco
on Sheet answered/acco not not mplished.
mplished. answered/acco answered/acco
mplished. mplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely, completely completely questions were
answers are answers are answers are not not answered;
with depth and clearly clearly answered not
are thoroughly connected to connected to connected to
grounded on theories theories one (1) theories: more
theories; grammar and to three (3) than four (4)
grammar and spelling are free grammatical grammatical/spe
spelling are free errors. spelling errors. lling errors.
from error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear: supported depth supported shallow, shallow, rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed analyzed what were observed and
observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes, outcome outcomes: not
complete, well complete, well complete not complete not
organized, organized, very recognized organized not
highly relevant relevant to the relevant to the relevant
to the learning learning learning
outcome. outcome. outcome.
Submissi Submitted Submitted on Submitted a day Submitted
on before the the deadline after the two(2) days or
deadline deadline more after the
deadline

COMMENT/S Over-all Score Rating: (Based on

Transmutation)

TRANSMUTATION OF SCOE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

_____________________________________ _____________
Signature of FS Teacher above Printed Name Date

LINK Theory to practice

Direction: Encircle the letter of the correct answer. Episode 1
1. Is an active process. Which one is an application of this principles?
a. Avoid drills which are out of context.
b. Teach your content from multidisciplinary perspective
c. Group students for work or project, that way project become less expensive.
d. Let students learn the steps in opening a computer by making them follow the
step
2. The more senses that are involved, the more and the better the learning. Which
practice is aligned with these principles?
a. Employ cooperative learning
b. Teach using mostly verbal symbol
c. Invite parents as resource speakers in class.
d. Bring students to field tips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
a. Content
b. Intended learning outcome
c. Scope of subject matter
d. Teaching and learning activity
4. Which type of question will least promote interaction among students?
a. Divergent
b. Conceptual
c. Convergent
d. Inference
5. To obtain will- though out answers, which questioning behavior helps?
a. Allowing sufficient time
b. Asking open- ended questions
c. Asking non-directed question
d. Involving as many as possible